School Psychologist

Summary of Scope of Classification

This class is accountable for assessing students in order to determine eligibility for special education services or continuing need for special education services.  Ensures that proper procedures, methods and timelines are followed in accordance with federal laws, Minnesota statutes, and other guidelines.

Education and Experience Requirements

• Educational Specialist (Ed.S.) degree or doctorate degree in school psychology from an accredited college or university.
   

Licensure Requirements

• Licensed by Professional Educator Licensing Standards Board (PELSB) as a School Psychologist.
• CONTINUING EDUCATION REQUIREMENTS:
  The Minnesota Board of Education requires 125 clock hours of training in school psychology or related topics every five years.

Knowledge, Skills, and Abilities

• Knowledge of: 
  • assessment tools for intelligence and achievement testing, and behavioral assessment scales, as well as objective personality tests; other psychometric tools;
  • standardized test administration and interpretation procedures;
  • various disabled populations such as Emotional/Behavioral Disorder (E/BD), Development Cognitive Disabilities (DCD), Deaf/Hard of Hearing (D/HH), Specific Learning Disabilities (SLD), Autism Spectrum Disorder (ASD) and other Health Disabilities (OHD);
  • state and federal laws, rules and regulations regarding education and other related services, especially regarding special education and eligibility criteria;
  • child development, and related needs and characteristics of children of disabilities;
  • interventions for students with academic and behavioral concerns;
  • psychological and educational assessment practices and techniques;
• General knowledge of current research and evidence-based practices in school psychology;
• General understanding of statistics and quantitative analysis;
• Skill in:
  • test administration procedures, interpretation and presentation of test results;
  • report writing, usually following protocols and templates. The ability to write with clarity;
  • oral communication skills for presenting to parents and team members;
  • Mediation;
  • psychological assessment, psychological interpretation and counseling, in order to determine the individual needs of students with disabilities;
  • conducting effective individual and group counseling;
  • identifying different disabled populations;
  • using MS-Word, Excel, and summary test report software applications;
• Interpersonal skills;
• Oral and written communication skills;
• Prior experience working with a culturally diverse population and the ability to navigate intercultural issues with sensitivity and awareness and with a high level of cultural proficiency.

Essential Functions

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. 

• Conducts educational assessments, such as intelligence and academic achievement testing, functional behavioral assessments, social-emotional behavior ratings, adaptive behavior scales, behavioral observations, and functional skills assessments. Reviews files, and interviews staff and parents as components of the assessment process;
• Conducts functional behavioral assessments (FBA) and assists with the development of positive behavior intervention plans (BIP). Links assessment information to school-wide, classroom, or individual interventions;
• Consults with the education team to develop appropriate recommendations and programs for students;
• Provides problem-solving consultation at Individual Education Plan (IEP) meetings, as well as assistance in similar meetings or situations. May represent the District as the administrative designee at staff meetings. Ensures that the procedures are followed; program designations are approved by the administrative designee;
• Provides one-to-one and group counseling to students, provides crisis services to students, and attends a variety of meetings including regular staff meetings and mental health committee meetings. Must be responsible for arriving at multiple worksites; this usually means driving between various work sites;
• Plans and develops education evaluation referrals with the IEP managers, so that evaluations are comprehensive and include all the elements specified by the State of Minnesota. Coordinates assessment summary report writing with the IEP managers. Reminds staff of when reevaluations, such as IEP assessments, are due;
• Documents student contact, including medical assistance (MA) billings;
• Works as part of an educational team; consults with other school personnel, children and parents in providing services to students;
• Provides social and life skills lessons, both group and individual, as needed;
• Provides behavioral support and crisis intervention, as needed;
• Collaborates with community agencies/organizations in order to connect students with community resources;
• Performs other duties of a comparable level or type.